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1、PaSSage1ClassesofTreesintheUSAThetimberoftheUnitedStatesisfurnishedbythreewell-definedclassesoftrees:(1)theneedle-leaved,naked-seededconifers,suchaspinezcedarzetc.,(2)thebroad-leavedtreessuchasoak,POPIai;etc.,and(3)toaninferiorextentbythe(one-seedleaf)palmszyuccas,andtheirallies,whichareconfinedtoth
2、emostsouthernpartsofthecountry.Broad-leavedtreesarealsoknownasdeciduoustrees,although,especiallyinwarmcountries,manyofthemareevergreen,whiletheneedle-leavedtrees(conifers)arecommonlytermedevergreens,althoughthelarch,baldcypress,andothersshedtheirleaveseveryfall,andeventhenamesbroad-leavedandconifero
3、us,thoughperhapsthemostsatisfactory,arenotatallexact,fortheconiferginkgohasbroadleavesandbearsnocones.Amongthewoodsmen,thewoodsofbroad-leavedtreesareknownashardwoods,thoughpoplarisassoftaspinezandtheconiferouswoodsareknownassoftwoods,notwithstandingthefactthatyewrankshighinhardnessevenwhencomparedwi
4、thhardwoods.Bothinthenumberofdifferentkindsoftreesorspeciesandstillmoreintheimportanceoftheirproducttheconifersandbroad-leavedtreesfarexcelthepalmsandtheirrelatives.Inthemanneroftheirgrowth,boththeconifersandbroad-leavedtreesbehavealike,addingeachyearanewlayerofwood,whichcoverstheoldwoodinallpartsof
5、thestemandlimbs.Thus,thetrunkcontinuestogrowinthicknessthroughoutthelifeofthetreebyadditions(annualrings),whichintemperateclimatesare,barringaccidents,accuraterecordsofthetreesage.Withthepalmsandtheirrelativesthestemremainsgenerallyofthesamediametecthetreeofahundredyearsoldbeingasthickasitwasattenye
6、arszthegrowthofthesebeingonlyatthetop.Evenwhereaperipheralincreasetakesplace,asintheyuccas,thewoodisnotlaidoninwell-definedlayersforthestructureremainsirregularthroughout.Thoughalikeinthemanneroftheirgrowth,andthereforesimilarintheirgeneralmake-up,conifersandbroad-leavedtreesdiffermarkedlyinthedetai
7、lsoftheirstructureandthecharacteroftheirwood.Thewoodofallconifersisverysimpleinitsstructure,thefibrescomposingthemainpartofthewoodallbeingalikeandtheirarrangementregular.Thewoodofthebroad-leavedtreesiscomplexinstructure;itismadeupofdifferentkindsofcellsandfibresandlackstheregularityofarrangementsono
8、ticeableintheconifers.Thisdifferenceissogreatthatinastudyofwoodstructureitisbesttoconsiderthetwokindsseparately.Inthiscountrythegreatvarietyofwoods,andespeciallyofusefulwoods,oftenmakesthemeredistinctionofthekindorspeciesoftreemostdifficult.Thus,thereareatleasteightpinesofthethirty-fivenativeonesont
9、hemarket,someofwhichsocloselyresembleeachotherintheirminutestructurethatonecanhardlytellthemapart,andyettheydifferinqualityandareoftenmixedorconfoundedinthetrade.Ofthethirty-sixoaks,ofwhichprobablynotlessthansixoreightaremarketed,wecanreadilyrecognizebymeansoftheirminuteanatomyatleasttwotribes-thewh
10、iteandblackoaks.Thesameistrueoftheelevenkindsofhickory,thesixkindsofashzandsoon.ThelistofnamesofalltreesindigenoustotheUnitedStates,asenumeratedbytheUnitedStatesForestService,is495innumber,thedesignationoftreebeingappliedtoallwoodyplantswhichproducenaturallyintheirnativehabitatonemain,erectstem,bear
11、ingadefinitecrown,nomatterwhatsizetheyattain.TimberisproducedonlybytheSpermatophyta,orseed-bearingplants,whicharesubdividedintotheGymnosperms(conifers),andAngiosperms(broad-leaved).Theconiferorcone-bearingtree,towhichbelongthepines,Iarcheszandfirs,isoneofthethreenaturalordersofGymnosperms.Thesearege
12、nerallyclassedassoftwoods,andaremoreextensivelyscatteredandmoregenerallyusedthananyotherclassoftimber,andaresimpleandregularinstructure.Theso-calledhardwoodsareDicotyledonsorbroad-leavedtrees,asubdivisionoftheAngiosperms.Theyaregenerallyofslowergrowth,andproducehardertimberthantheconifers,butnotnece
13、ssarilyso.Basswood,poplar;sycamorezandsomeofthegums,thoughclassedwiththehardwoods,arenotnearlyashardassomeofthepines.Source:https:WWW.autenberq.orci/files/26598/26598-h/26598-h.htm#SEenONIQuestions1-6Completethetablebelow.ChooseNOMORETHANONEAORDfromreadingpassage1foreachanswer.TreetypeAlsoknownasWoo
14、dknownasDiameterofthetrunkStructureofthewoodBroad-leaved13.Increasesin6Needle-IeavedConifersorConiferous5whilethetreeisSimple2woodsoralivePalms4.RemainsthesameAfteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions7-10CompleteeachsentencewiththecorrectendingA-Gfromtheboxbelow.
15、WritethecorrectletterA-Ginboxes7-10onyouranswersheet.NBnotallletterswillbeused.7. Despitethefactthatconifersareknownasevergreens,8. Somebroad-leavedtreeshave9. Intermsofthewoodproducedbythetree,thatofpalms10. SomegumtreesproducetimberA. moreringsthanconifers.B. ofgreatcomplexity.C. someofthemlosethe
16、irleavesintheautumn.D. thatissofterthanpine.E. isfarlessimportantthanthatofconifersandbroad-leavedtrees.F. thedifferenceinstructureisnegligible.G. woodthatisequalinsoftnesstopine.Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions11-14Completethesentencesbelow.ChooseNOMORE
17、THANONEWORDfromthetextforeachanswer.Writeyouranswersinboxes11-14onyouranswersheet.11. Thebroad-leafedconiferknownas_hasnocones.12. Everyyearthetrunksofconifersandbroad-leavedtreesgetthickerbyadding_whichcanbeusedtotellhowoldthetreeis.13. The_whichconiferwoodiscomposedofareallsimilarandregularlyarran
18、ged.14. Oaksareseparatedinto_andblackvarieties.Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.PaSSaHe2ThepotentialofvideogamesasapedagogicaltoolBrandonK.AshinoffWhenIwassevenyearsold,myparentsboughtmeandmybrotheraNintendoEntertainmentSystem,whichtheywouldeventuallyrefertoas“The
19、IdiotBox.Therewasanimplicitassumption(onethatpersistsamongmuchofthegeneralpublictoday)thatvideogamesweresimplyatoyandnothingofrealsubstancecouldbegainedfromthem.Consideringthis,andtheprevalenceofvideogamesinsociety,numerousquestionshavebeenraisedaboutthelong-termeffectsofregularuse.Whilethemediafocu
20、sisgenerallyonpotentialnegativeeffects,thereisalsoevidencetosuggestthattheremaybearangeofpotentialpositiveeffectsofvideogames.Inthisarticle,Iarguethatvideogamescanbeausefulpedagogicaltoolforeducatorsatalllevelsofacademia.Letsconsiderasimpleanecdotalexampleofhowvideogamesmayencouragechildrentolearnla
21、rgeamountsofinformation.PokemonisapopularchildrensgameinwhichtheplayerhastofightandcollectvariouscreaturescalledzzPokemon.wEachofthe150possiblePokemonhasaname,atype(likewatertypeorfiretype),aweaknessandastrength(firetypesareweakagainstwatertypes,butstrongagainstgrasstypes),andastageofitsevolution(so
22、mePokemoncanturnintonewonesifyouusethemenough).Roughlyspeaking,thisgivesus5distinctpiecesofinformationperPokemonandmultiplyingthisby150gives750distinctunitsofinformation.Nowletsconsideranotherlistofinformationthatisconsideredmoreeducationallyimportant:theperiodictable.Withintheperiodictable,eachelem
23、entisdefinedbyasymbol,aname,anatomicnumberandweight,aphaseatroomtemperature,anditsmetalorgastype.Thatcomesto6distinctunitsofinformationpercell.Multiplyingthisby118zthetotalnumberofelements,gives708distinctunitsofinformationfortheperiodictable.Whatmakesthisinterestingisthattherearealargenumberofyoung
24、children(andadultsforthatmatter)whocanrecitefrommemorymuchoftheinformationcontainedinthelistofPokemonzbutitwouldlikelybedifficulttofindthesamenumberofpeoplewhocoulddothatfortheperiodictable.Thepointisthatthemediumofvideogamesappearstohavethepotentialtofacilitatesignificantlearning.Asitturnsout,video
25、gamesaredesignedtoeffectivelybelearningmachines.Infactzmanygamesstartoffwithasimpletutoriallevelthatteachestheplayerthebasicmechanicsofthegame.Throughoutthegame,thestrategyandtacticsneededtocompletetasksbecomemorecomplexwhiletheteachingmethodgraduallyswitchesfromanexplicittutorialtoanexperience-base
26、dprocess.Essentially,gamesteachtheplayertheskillsneededtocriticallyevaluateanysituationwithinthegameanddeterminethebestcourseofaction.Starcraft2(aswellasitspredecessorsStarcraftandStarcraft:BroodWar)iswhatiscalledaRealTimeStrategy/*game.Playersmustobtainvariousresourcesandusethemtopurchasebuildingsa
27、ndfightingunits.Then,theymustfightanddefeattheirenemy.Toplaythisgamesuccessfully,playersmustmanagetheirtimeandresourcesmoreefficientlythantheiropponentsaseachbuildingandunithasadifferentcost,purpose,andbuildtime.Additionally,muchlikePokemon,unitshavestrengthsandweaknesses.Aplayerhastoconstantlyupdat
28、etheirstrategiesthroughoutthegamebasedontheirinteractionswiththeotherplayers,requiringsignificantplanningandcriticalthinkingskillsthatarehonedbyplayersovertime.Infact,whileStarcraftbeginnersperformlessthan100actions(ordecisions)perminute,professionalscanperformover400perminute.Despiteevidentin-gamel
29、earning,oneconcernisthatvideogamescanonlybeusedtoteachplayersaboutgame-relatedinformationandnotabouteducationallyrelevantmaterial.Howevecrecentresearchintothefieldofdigitalgame-basedlearningsuggeststhatthisisnotthecase.PsychologistCurtSquireconductedaqualitativecasestudyonasecondaryschoolhistoryclas
30、sinwhichhehadstudentsplayanhistoricalsimulationgamecalledCivilization3withtheintentionofhavingthestudentslearnabouthistoryfromplayingthegame.Itshouldbenotedthatthisgamewasnotdesignedspecificallyasaneducationalgame.Inthisgame,studentstakecontrolofacivilization(liketheAztecsortheFrench,forexample)andp
31、rogressthroughhistorydevelopingtechnology,engaginginsimulatedwarfareanddiplomacy,andmanagingtheeconomiesoftheirempires.Squirereportedthatplayingthisgameforeducationalpurposesseemedtobenefitstudentswhostruggledwithtraditionaleducation,thoughstudentswhotypicallyperformedwellpreferredtraditionalteachin
32、gmethods.Anotherwayinwhichvideogamesarelearningmachinesisthattheyarehighlymotivatingandthereforetheycaninducehigherstudentengagementcomparedtotraditionalteachingmethods.AccordingtothepsychologistKarlaHamIen,“despiteassumptionsthatchildrenplayvideogamestoavoidmentalstimulation,childrenareactuallymoti
33、vatedbythechallengeandthinkingrequiredbyvideogames.Squirereportedthatthestudentsinhisstudyvoluntarily,andwithoutprovocation,spenttimelearningmoreabouthistoryfromthezzCiveIopediawthatcomeswithCivilization3,whichisakindofencyclopaediawhichprovidesplayerswithhistoricallyaccurateinformationabouttheircho
34、sencivilizationsandotheraspectsofthegame.Adaptedfrom:7tt06.7/WWw.ncbi.nlm.nih.qovpmcClrtideSPMC4179712/Questions15-18ChooseNOMORETHANTHREEWORDSfrompassage2foreachanswer.15. Accordingtothearticle,whataspectsofvideogamesdomediareportsgenerallyemphasise?16. Bywhatmeansareplayerstaughthowtoplaymanyvideo
35、gameswhentheyfirststartplaying?17. Aswellasplanningskills,whatotherkindofskillisneededwhenplayingStarcraft2?18. WhatdidoneresearcherwantstudentstolearnaboutbyplayingCivilization3?Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions19-23Dothefollowingstatementsagreewiththecl
36、aimsofthewriterinpassage2?YesifthestatementagreeswiththeclaimsofthewriterNoifthestatementcontradictstheclaimsofthewriterNotGivenifitisimpossibletosaywhatthewriterthinksaboutthis19. Videogamesareusefulasaneducationaltoolonlyforteachersinhighschools.20. Pokemoncanbeusedbychildrentolearnkeyfactsaboutch
37、emistry.21. Theeducationalmethodusedinmanyvideogameschangesasthegamesprogress.22. Generallyspeaking,peopleplayStarcraft2andPokemonforthesamereasons.23. Videogamesteachplayersonlyaboutinformationthatisneededtoplaythegame.Afteryouvetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions24-
38、27Completethesummarybelow.ChooseNOMORETHANTWOWORDSORANUMBERfromthepassageforeachanswer.Writeyouranswersinboxes24-27onyouranswersheetPokemonPokemonisavideogamethatispopularamong24._andinvolvescollectingavarietyofcreaturescalledPokemon.ThedatathatcanbeknownaboutanindividualPokemoncanbeseparatedinto25.
39、_differentcategories,whichmeansthat,giventhatthereare26._differentkindsofPokemonzplayingthegamecanmeanlearningavastamountofinformation.AlistofinformationthatisalmostasbigasthatofPokemoniscontainedinthe27._,butfewpeoplecanrememberasmuchaboutthatasloversofPokemoncanabouttheirfavouritevideogame.Afteryo
40、u,vetriedthesequestions,checkyouranswerswiththefollowingvideo.PaSSaHe3TheConservationEthicThegoalsofconservationincludeconservinghabitat,preventingdeforestation,haltingspeciesextinction,reducingoverfishingandmitigatingclimatechange.Differentphilosophicaloutlooksguideconservationiststowardsthesegoals
41、.A-Theprincipalvalueunderlyingmanyexpressionsoftheconservationethicisthatthenaturalworldhasintrinsicandintangibleworthalongwithpracticalorutilitarianvalue-aviewcarriedforwardbypartsofthescientificconservationmovementandsomeoftheolderRomanticschoolsofecologymovement.Philosophershaveattachedintrinsicv
42、aluetodifferentaspectsofnature,whetherthisisindividualorganisms(biocentrism)orecologicalwholessuchasspeciesorecosystems(ecoholism).B-IntheUnitedStatesofAmerica,theyear1864sawthepublicationoftwobookswhichlaidthefoundationforRomanticandUtilitarianconservationtraditionsinAmerica.Theposthumouspublicatio
43、nofHenryDavidThoreausWaldenestablishedthegrandeurofunspoilednatureasacitadeltonourishthespiritofman.FromGeorgePerkinsMarshaverydifferentbook,ManandNature,latersubtitledTheEarthasModifiedbyHumanAction,cataloguedhisobservationsofmanexhaustingandalteringthelandfromwhichhissustenancederives.C-Theconsume
44、rconservationethicissometimesexpressedbythefourRs:Rethink,Reduce,Recycle,Repair.Thissocialethicprimarilyrelatestolocalpurchasing,moralpurchasing,thesustainedandefficientuseofrenewableresources,themoderationofdestructiveuseoffiniteresources,andthepreventionofharmtocommonresourcessuchasairandwaterqual
45、ity,thenaturalfunctionsofalivingearth,andculturalvaluesinabuiltenvironment.D-Distincttrendsexistregardingconservationdevelopment.Whilemanycountrieseffortstopreservespeciesandtheirhabitatshavebeengovernment-led,thoseinnorthwesternEuropetendedtoariseoutofthemiddle-classandaristocraticinterestinnatural
46、history,expressedattheleveloftheindividualandthenational,regionalorlocallearnedsociety.Thus,countrieslikeBritain,theNetherlandsandGermanyhadwhatwewouldtodaytermnon-governmentalorganizations-intheshapeoftheRoyalSocietyfortheProtectionofBirds,NationalTrustandCountyNaturalistsTrusts(datingbackto1889z18
47、95and1912respectively),Natuurmonumenten,ProvincialConservationTrustsforeachDutchprovince,Vogelbescherming,andsoon-alongtimebeforetherewerenationalparksandnationalnaturereserves.ThisinpartreflectstheabsenceofwildernessareasinheavilycultivatedEurope,aswellasalongstandinginterestinlaissez-fairegovernme
48、ntinsomecountries,liketheUK,leavingitasnocoincidencethatJohnMuirztheScottish-bornfounderoftheNationalParkmovement(andhenceofgovernment-sponsoredconservation)didhissterlingworkintheUSA,wherehewasthedrivingforcebehindtheestablishmentofsuchnationalparksasYosemiteandYellowstone.Nowadays,officiallymoreth
49、an10percentoftheworldislegallyprotectedinsomewayortheother,and,inpractice,privatefundraisingisinsufficienttopayfortheeffectivemanagementofsomuchlandwithprotectedstatus.E-Protectedareasindevelopingcountries,whereprobablyasmanyas70-80percentofthespeciesoftheworldlive,stillenjoyverylittleeffectivemanagementandprotect
